Who What When Where Why How Of Distance Education

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Who?What?When?Where?Why? How?Of Distance
Education
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Before we start

• Who has taught on-line?
• Who uses the web in a traditional class?
• What are the biggest positives to teaching an
  online course?
• What are the biggest negatives?

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Interesting Facts

• Last year, almost 3.5 million college students
  nationwide were taking at least one online course
  representing nearly 20 of all U.S. higher
  education students.
• In Ohio, almost 50,000 students were taking at
  least one online course representing nearly 11
  of all publicly educated Ohio undergraduate
  students.

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• Why the
• Increase in
• Students in Distance Classes?

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Increase in Students in Distance Classes

• Attributed to
• enrollment growth,
• shrinking public funding for higher education
• student demand
• need to improve access for non-traditional
  students.

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• What are the
• Types of
• Distance Learning Classes?

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Types of Distance Courses

• Totally online courses
• Hybrid (or blended) courses where students meet
  part of the time with a faculty member and part
  time on their own using the web as a resource
• Web-enhanced courses where faculty make use of
  the web for the posting of documents and online
  discussions

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What are sound Pedagogical Components of
distance classes?
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Pedagogical Components

• Best Practices for Online Education
• Pedagogy for Online Education
• Designing Online Content
• Providing Feedback to Online Students
• Active Learning
• Student Collaboration

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Best Practices for Online Education

• Implementing the Seven Principles Technology as
  Lever
• Follow-up on Chickerings Seven Principles
• Distance Education, Guidelines for Good Practice
• 14 standards based on a survey of DL practitioners

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Good practice in undergraduate education

• Encourages contacts between students and faculty.
  
• Develops reciprocity and cooperation among
  students.
• Uses active learning techniques.
• Gives prompt feedback.
• Emphasizes time on task.
• Communicates high expectations.
• Respects diverse talents and ways of learning.
• (Chickering, 1987)

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Guidelines for Best Practice

• Faculty must retain academic control
• Faculty must be prepared to meet the special
  requirements of teaching at a distance
• Course design should be shaped to the potentials
  of the medium
• Students must fully understand course
  requirements and be prepared to succeed

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Guidelines (Continued)

• Close personal interaction must be maintained
• In real time (synchronously)
• In virtual time (asynchronously)
• Class size should be set through normal faculty
  channels
• Courses should cover all material
• Experimentation with a broad variety of subjects
  should be encouraged

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Guidelines (Continued)

• Equivalent Research opportunities must be
  provided
• Student assessment should be comparable
• Equivalent advisement opportunities must be
  offered
• Faculty should retain creative control over use
  and re-use of materials

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Guidelines (Continued)

• Full undergraduate degree programs should include
  same-time same-place coursework
• Evaluation of distance coursework should be
  undertaken at all levels
• American Federation of Teachers, 2000

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What are theCourse Design Components of
distance classes?
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Course Design Components

• Course Management System/ Authoring Platform
• Course Content
• Electronic Tools
• Assessment Methods

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• What is a
• Course Management System?

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Course Management System/Authoring Platform

• Course Management Systems provide an environment
  in which students may work on course materials
  within a curriculum. These environments provide
  tracking and data collection capabilities of
  registered users.

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Examples

• WebCT Blackboard (they have merged)
  (http//www.blackboard.com)
• Ecollege (http//www.ecollege.com/index.learn)
• Angel (http//www.angellearning.com/)
• Moodle (http//moodle.org/)
• D2L (http//http//www.desire2learn.com/)

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• How do instructors
• choose appropriate software packages?

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Software Choices

• Course Management System chosen at College level
• Additional Software chosen by department or
  instructor
• MyMathLab
• WileyPlus
• Mathzone
• Webassign, etc.

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First Criteria

• Compatibility with MAC and PC
• Browser check (Auto or manual)
• IE7, IE8 or both
• Software Check
• Adobe Flash Player
• Java
• other

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User Friendly

• For You
• Content management
• File control
• Multiple sections
• For Your Students
• Easy to navigate?
• Online tutorial?
• Install Wizard?

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How Much Support for You and Your Students

• Video Lectures
• PowerPoint
• Online Textbook (ebook)
• Online Homework
• Online Discussion
• Instructor-Student Communication

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Each Package has Strengths and Weaknesses

• I use MyMathLab
• Cynthia Young College Algebra (WileyPlus)
• Plain language (talks to students)
• Go Tutorials
• Enhanced Web Assign
• only an Online HW management system
• supports every major publisher

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• What are the
• Types of Course Content used in
• Distance Learning Classes?

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Course Content

• Can be textbook specific or stand-alone
• Consult courseware support site for training
  materials

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• What are the
• Types of Tools used in
• Distance Learning Classes?

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Electronic Tools

• Audioconferencing
• Blogging
• Chatrooms
• Digital drop box
• Electronic bulletin board
• Electronic mail
• Fax
• Instant messaging
• Interactive video
• Vodcasting
• Wiki

• iPod
• Listserv
• Newsgroup
• Print (textbooks, etc.)
• Software tutorials
• Telecourse
• Telephone
• Threaded discussion
• Videoconferencing
• Webcams
• You Tube

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http//www.youtube.com/
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• What are the Types of
• Assessment Methods Used in
• Distance Learning Classes?

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• Lets try a live
• Webcam
• Using Windows
• Live Messenger

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Assessment Methods

• Traditional (in the classroom)
• Online
• Proctored
• In Institutions Testing Center
• By arrangement with proctor (faculty member or
  supervisor)

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Using Technology to Assess

• Create your own testswith MicroSoft ClassServer
• Computer Generated Tests (example
  Coursecompass.com)
• Turning Points (instructor can ask any question,
  get a response from the audience then immediately
  display results in a PowerPoint presentation! 
  After data has been collected from the audience,
  data can be downloaded into Excel Word for
  further analysis, trend recognition and
  reporting.)

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• How can you prepare to be a successful
• Distance Learning Teacher?

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Prepare to Teach Online Successfully!

• Find a mentor
• Have a trusted colleague review your materials
• Enroll in an online course or participate in
  online training

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Internet Resources

• A website for TI-83 Ti-84 Graphing Calculators
  
• http//mathbits.com/MathBits/TISection/Openpage.ht
  mGeneral
• A website for math "notes http//purplemath.com/
  
• A website for Conics http//britton.disted.camosu
  n.bc.ca/jbconics.htm
• Print your own Graph Paper (rectanglar, polar,
  logarithmic) http//www.mathematicshelpcentral.c
  om/graph_paper.htm
• A website for Derivatives http//distlearn.amatyc
  .org
• Math Type is a product for including
  mathematics notation in documents
  http//www.dessci.com/en/products/mathtype/?t

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Internet Resources

• Get a TI Calculator emulator
• http//www.mtsu.edu/smcdanie/CSS_Site/VisualAlge
  bra/Visual_Dev_algebra2.htm
• That one has lots of good help menus for Word,
  Excel, Powerpoint, and has the virtual TI as a
  download.
• Math GV http//www.mathgv.com/
• This is a free grapher. Have your students use
  this to create graphs to copy and paste into Word
  documents

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Free Resource on the Internet

• A free graphing utility
• http//www.padowan.dk/graph/
• A resource for math teachers
• http//www.mathbits.com/
• Texas Instruments ready-made lessons
• http//www.timath.com/
• Video tutorials for algebra to calculus
• http//www.hippocampus.org/

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Questions?Contact InformationMary Beth
Orrangeorrange_at_ecc.eduNancy J.
Sattlernsattler_at_terra.eduVera
Hy-Hynevmanhuhynev_at_sunysuffolk.edu
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Sharing Session

• Homework
• Projects
• Course material delivery
• Office hours
• Communication
• Class Participation
• Books
• All the other things that go in a math course